محمدحسن پرداخت چی

The purpose of this research was to design a model for innovation-oriented direction in Tehran Islamic Azad Universities, which was carried out using a qualitative and quantitative methods.

The statistical population of all senior managers and deputies and faculty members and professors of different disciplines of Islamic Azad University of Tehran units was that the samples in the qualitative section of 38 people (target-shotgun sampling) and in the small part of 280 people were randomly selected (A population of 3500 people). Data collection tools were open in the qualitative section of the interview (validity validity was confirmed by the professors and reliability with re-test and internal-consensus method 89.99%) and in the quantitative part of the researcher-made questionnaire (verified by experts and reliability of alpha Cronbach was 75%).

The findings showed that the development of standards, bylaws and regulations, the design of incentive financial and non-financial mechanisms, the creation of the infrastructure and technology infrastructure, the implementation and application of technology, optimization of initiative processes, the use of efficient manpower, the creation of competitive advantage, internal and external communication Appropriate organization, assessment and monitoring of the environment and appropriate academic culture are key factors in building an innovative university.

The results show that in order to create a creative and innovative environment, each of the legal-supportive, behavioral-communicative, identity-cultural, technological-technological, as well as human-financial-based models should be optimized and in the framework of the interactions between these factors Equipped with the right balance.

The purpose of this study was to the role of academic leadership in relation to the faculty development of Shahid Beheshti University. This research was purposely based on developmental research and in terms of epistemological assumptions, was from a type qualitative research. The statistical population of the study consisted of all faculty members and academic director and president. Semi-structured interviews were conducted using a targeted snowball sampling method with 10 faculty members and academic director and president in the field of higher education with rich and key information about the subject of research. With using a purposeful snowball sampling method with 10 faculty members and Academic Directors and Presidents in the field of higher education, which had rich and key information about the research topic, as the study Sample was selected and semi-structured interviews were conducted. After the interview, the text of the interviews was analyzed using thematic analysis technique. The results of this research showed that 81 subcategories (concepts) related to the role of academic leadership in relation to the faculty development in 12 main components and can be classified into three general categories: individual, structural-organizational and supra-organizational dimensions. The individual dimension include four component of motivation, attitude, personality traits and professional commitment; the Structural- organizational dimension consists six component: organizational structure, organizational culture, rules and regulations, organizational communication, organizational technology and organization management and the supra-organizational dimension included two social and economic component.

The aim of this study was to design a model for fostering the creativity of female students for theoretical high school of Tehran.The type of research is developmental in terms of purpose and applied in terms of results, and in terms of data type,it is an exploratory mix (qualitative and quantitative).The statistical population of the research in the qualitative section included23scientific experts and education experts who were selected by probabilistic and purposeful non-probabilistic sampling.The quantitative part included 90,000 principals, teachers and high school girls in the second year of schools in Tehran.According to Morgan's table the sample size was 383 people and were selected using cluster random sampling.Data collection tools in the qualitative part included semi-structured interviews and in the quantitative part a researcher-made questionnaire.Interviews continued until theoretical saturation was achieved.The validity of the interviews was confirmed by retesting.The content validity of the quantitative questionnaire was also confirmed by experts.The data analysis method in the qualitative part included open,axial and selective coding of the classical foundation data method and in the quantitative part the structural equation modeling was used to validate the model.The research findings identified94indicators of open source interviews in the form of10 components and 4 dimensions,which are:effective dimensions including student abilities.individual factors including student perseverance and knowledge interest The learner,family factors including family culture and family behavior and factors related to the learning process including the learning environment teaching methods teaching content, teaching creativity and the teacher's abilities and capabilities.

The purpose of this research was to study elementary teachers’ professional competence. The research method was descriptive-correlation with emphasis to structural equation. The population of this research was consisted of elementary teachers(160persons) that based on the morgans table the samples was 113 persons which were selected at random and stratified. a standard questionnaire (which title evaluation of teachers’ professional competence was used to collected the data with %87 Cronbach’s alpha. its face and content validity confirmed with the professors’ comments. The data analyze done with spss software and factor analysis. The results showed that the overall average of the 11 criteria (4.38) was higher than the average and teachers had relatively good professional competence. and all the criteria presented with scores higher than the overall average of 3 are the criteria of their professional competence.and the two factors of activity for professional development (with an average of 7.73) and educational designing and planning (with an average of 7.26) are the most important and effective Factors and 2 factors of measuring and communicating with learning outcomes (with an average of 4.39) and participation in administrative and managerial affairs (with an average of 4.35) have been the least important factors in the professional competence of teachers.Keywords: professional qualifications; primary school teachers

Knowledge Management maturity (KMM) determines the capacity and stages of the organizationchr('39')s growth in processes and the readiness and identify of the necessary element for the successful implementation of Knowledge Management strategies, goals and plans. This study was conducted with the aim of designing a model for assessing KMM in healthcare organizations.

This was an applied research that has been done by mixed method. At the qualitative phase, snowball sampling was used. Semi structured interview was done with 12 experts in healthcare organizations in Tehran. The interviews were analyzed by qualitative content analysis. For Reliability there were used two methods, reviewing articles after implementation by expert peoples and agreement of two coders. According to extracted factors, close questionnaire was prepared and distributed to 120 expert peoples by purposive sampling method and requested them to prioritize the choices according to Likert scale. For data analysis, SPSS 22 and exploratory factor analysis was used.

In extracted model, five main layers were identified, including strategy, processes, Enablers, outcomes and external factors. The KMM levels include of initial, awareness defined, managed, optimized, entrepreneur and professional. The maximum load factor was related to the managed level (0.964). Each level of maturity was correlated with next level, indicating continuity of KMM levels (p<0.05).

The results showed in KMM and learning organizations the social dimension in healthcare service was more important than technical aspect as relates to the health of community and peoples. The role of knowledge culture and leadership in KMM and learning organization were more prominent than other factors.

The doctoral program plays an important role in the implementation of university missions and scientific development through original research and training of future scientists and researchers. On the other hand, research shows that the success of this course is influenced by factors, one of the most important of which is supervision. Supervisors have different methods, tastes and beliefs in providing supervision. The study of these characteristics and their integration in the theoretical frameworks (academic supervision styles) is an approach that can pave the way for a deeper understanding of the supervisory phenomenon as well as build tools for identifying and evaluating doctoral supervision status.

in this study, using the method of narrative review, the literature in the field of higher education in internal resources (25 articles) and external (58 articles) was examined and analyzed.

6 stylistics were identified for doctoral supervision, which are stylistics: Anderson, Gurr, Gatfield, Mainhard et al., Murphy et al., And Vilkinas. These stylistics are described in the article and a general comparison is made between them.

The study of these stylistics showed that the educational and moral dimensions of academic supervision, as well as the differences between the guidance of different educational groups, are the most important issues neglected in these stylistics. In addition, it was found that the main focus of these stylistics is on one of the goals of the doctoral course (educating researchers) and it can be suggested to provide stylistics focusing on another important goal of the doctoral course (science production).It should be noted that stylistic studies due to the practical approach as well as conceptual coherence, can help to improve the status of doctoral guidance, because contemplation of different styles of academic supervision and attention to their various dimensions by supervisors can by creating knowledge of different angles of academic supervision will lead to improving the quality of this process.

Present study aimed to identify the main components of competency of senior managers in the Ministry of Education to introduce a desirable competency model at the request of Ministry of Education of Iran. This study is applied research due to the purpose, Descriptive-Exploratory Research due to the method of data collection and Qualitative Research due to the implementation method. Statistical population in present study were included all organizational experts and university professors who have worked in the field of managerial competencies. Purposeful sampling method was used for sampling the statistical population. Research tool was semi-structured interview and the analysis method was thematic analysis. The Research performed in field of competency and conducting semi-structured interviews with 16 experts in this field showed that 15 competencies were approved for senior education managers. 15 important competencies were identified and categorized in orientation-three axes of task, cognitive and interactive. The first identified dimension, task orientation and importance including 6 competencies, interactive orientation in 5 competencies and cognitive orientation in 4 competencies were summarized and categorized. Proposed final model can be used in the competency-based human resource management system, in the Ministry of Education for training, employment, performance appraisal and assessment centers.

Faculty development programs include all types of systematic support to improve faculty members as teachers, researchers, and citizens of universities, professions, and larger societies. Developing systematic and innovative faculty development programs is among the ways of improving the academic system. Due to the significance of such programs and their effective role in the quality of academic systems, it is essential for university managers to enhance the quality of such programs. Identifying and assessing the strengths of such programs can serve as an accelerator in setting guidelines for holding higher quality programs. For this reason, the present study was an attempt to identify the strengths of faculty development programs from the perspective of faculty members themselves, as the immediate stakeholders of the programs.

Using semi-structured interviews in a qualitative and phenomenological design, 29 lecturers at Shahid Beheshti University were asked about their attitudes on the strengths of the faculty development programs. The transcribed interviews were coded using the Strauss and Corbin framework.

Three strengths were identified for the programs: “prominent Lecturers”, “suitable topics and content” and “effective teaching-learning methods”.

Identification of only three strengths for faculty development programs  indicates that the mentioned programs lack the necessary quality and that fundamental revisions in policy-making, planning, and implementation are called for.

It is essential to identify the key success factors for assessing and understanding the current situation and establish knowledge management and achieve organizational goals. Therefore, this study aimed to identify the key success factors of Knowledge Management Maturity in Health and Medical Organizations.

This applied study was conducted based on a mixed qualitative-quantitative method. Snowball sampling was used at the qualitative phase. Moreover, the data were collected using a semi-structured questionnaire and interview with 12 knowledge management experts in health organizations in Tehran, Iran. The interview contents were analyzed by qualitative content analysis method. Furthermore, the reliability of the interviews was evaluated using reviewing articles after implementation by experts and the agreement method between the two coders (intra-subject agreement). To analyze the data, close questionnaire was prepared and distributed among 34 experts who were selected by purposive sampling method. They were then requested to prioritize the choices according to the Likert scale. Exploratory factor analysis was used to analyze the data.

The result demonstrated that 15 variables were the effective factors of Knowledge Management Maturity in Health and Medical Organizations. Based on the factor analysis results, the factors influencing the Knowledge Management Maturity included leadership, people, culture, organization, and evaluation. The leadership obtained the maximum rate of load factors among others (0.889).

Regarding the Knowledge Management Maturity, social dimension, or soft factors in health organizations were more important, compared to technical dimension or hard factors. The role of leadership and human resources was more significant since they deal with the health of the community. Furthermore, their replacement is impossible in the short term. Therefore, it is necessary to adopt a proper procedure for transferring and utilizing the knowledge of individuals in health care organizations.

One of the main reasons of development in industrial developed countries is to consider the process of using the learning and utilizing them by organizational staffs. Current article has been done to qualitatively combine the results of studies in the field of learning transfer and its comprehensive analysis. In this article by investigating the effective factors of learning transfer to workplace in internal and external scientific database and all of the learning transfer researches as research community, 56 articles were identified in this context. The criterion for selecting articles was the title transferring learning to workplace in organizational learning. Then by using the combining approach and context analysis the results and findings of previous researchers were analyzed. At the end, effective factors in learning transfer in 4dimenssions (individual, educational, organizational and meta-organizational) 34 components including 8 individual components, 10educational components, 13 organizational components and 3 meta-organizational components and 136 parameters were identified and classified. To achieve the effectiveness of learning in enhancing the overall performance of organizations, educational authorities should pay attention to individual, educational factors, organizational and extracurricular factors which affect transfer of learning and also in-service education based on identified factors have to be planed.

in order to survive in medical field, must learn new knowledge and skills. The aim of this study is Pattern design, codification and performance of training transfer in nurses in service training

More clearly, how to collect and analyze information and data in this study consists of two main parts: In the first section, the method of exploratory research and grounded analysis is theory. Regarding the data saturation level, a sample of 32 individuals from the experts in the field of education was studied through purposeful. An open and semi-structured interviews were used to collect information and simultaneous analyses of the interview were conducted using open, axial and selective coding. The obtained model was validated by all 32 people and the learning transfer model was developed. the sample investigated  was 274 from Morgan table. Cluster random sampling method. Data analysis was performed in quantitative part using factor analysis and exploratory analysis and structural equation modeling.

  In this model, the factors influencing the formation of learning transfer to the work environment were categorized into 4 categories, 34 component and 136 indicators. The main factor was organizational factors with 0/59 Path coefficient and sequencely educational factors with 0/53 Path coefficient , trans-organization factors with 0/46 Path coefficient , individual factors with 0/30 Path coefficient,were found. Therefore, organizational factors had the highest impact and individual factors had the least impact on the transfer of learning to the workplace.  This factors were meaningful effect on training transfer the transfer of training was favorable and in the medium level above 3. The findings also showed that the learning transfer status in hospitals affiliated to Tehran Social Security Organization is at a desirable level

The results show that in the process of training in hospitals and effectiveness of training in nurses' performance one should consider the factors that distinguish between the learning of designed training and their application in the occupation They are considered mediators of special interest and training was design with base on new model. Regarding the moderate transferring situation in these hospitals, focus on the factor that has the greatest impact on learning transfer (organizational factors).

This study aims to assess international scientific cooperation of Iranian top universities through using SWOT (strengths, weaknesses, opportunities and threats) strategic analysis approach. This research has been carried out based on descriptive survey. The statistical population has been consisted of 313 experts who were selected among 6478 faculty members from top 10 universities through a stratified sampling. The data collection tool was a researcher-made questionnaire whose content validity was confirmed and reviewed by experts as well as its reliability was measured by running on Cronbach's alpha test (816/0). Also, data analysis was conducted through Fuzzy BWM. The most important strengths include the enhancement of researchers’ interaction and attendance in international conferences also paving the way for international development in universities. Inadequacy of the annual grants of faculties’ members as well as lack of awareness of universities officials of International scientific cooperation are the main weaknesses. The tendency of Iranian youths towards changing ways of international interactions as well as international community's achievement to accept Iran in international academic consortiums are considered as the greatest opportunities. In spite of these successes, there are still serious threats such as economic recession in most countries; the lack of political grounds for international scientific cooperation and the spread of both Islamophobia and Iranphobia around the world.

Paying attention to faculty development programs is one of the strategies to enhance the quality of universities. For this reason, universities try to offer various faculty development programs. Faculty members, however, have not welcomed such programs, as expected. Thus, finding the reasons needs researches and studies. Therefore, the current study seeks to identify the weaknesses of faculty development programs from academic staffs’ viewpoints. Using a phenomenological and qualitative design, semi-structured interviews were conducted with 29 lecturers at Shahid Beheshti University. The transcribed interviews were coded in 3 stages using the Strauss and Corbin framework. As a result of this study, 14 weaknesses in the current FD programs were identified, as follows: “negligence in different dimensions of faculty development”, “lack of needs assessment”, “negligence in intrinsic motivators”, “negligence in individual differences”, “low frequency and quantity of programs”, “inflexible schedules”, “weak promotion and dissemination of programs”, “disorganized programs”, “irrelevant subjects”, “irrelevant content”, “ineffective teaching-learning methods”, “low interaction and participation of faculty members”, “lack of effectiveness for evaluation mechanisms”, and “weaknesses in feedback channels”. In order to get a comprehensive view of faculty development programs, the identified weaknesses were categorized and discussed in accordance with the different curriculum components. In General, based on the findings, it can be said that faculty development programs at this university call for a major revision in the four following components: Goal, Content, Teaching-Learning method, and Assessment methods.

The purpose of this article is to investigate the existing situation of international scientific collaboration among top universities of Iran and to develop a model for its better management. This research is developmental in terms of approach and uses an exploratory mixed method for data collection. The statistical population for its qualitative section consists of 26 experts involved in international scientific cooperation, who were selected by using purposeful sampling and snowball technique. The statistical population for its quantitative section consists of the faculty members of the top 10 universities of the country (6748 persons), of which 313 were selected through a proportional stratified sampling. The data collection instruments were documents and reports released by the International Scientific Cooperation Center and its branches in top universities, a semi-structured interview and two researcher-made questionnaires. The final model of the management of international scientific collaboration of the top universities of Iran has three main components (objectives, dimensions, status analysis), and the objectives are composed of 10 components, and dimensions includes the educational dimension with 6 factors (46 components), the research dimension with 6 factors (30 components), and cultural dimension with 4 factors (20 components), and finally, the existing situation analysis consists of 4 factors of strengths (15 components), weaknesses (18 components), opportunities (20 components) and threats (20 components) Also, this model has a good fit with the data.

The present research has been conducted through Correlative method to study the effect of organizational learning on the non-fiscal aspects of organizational performance. The statistical society includes the staff of National Petrochemical Corporation Central office whose number is 509 people. Out of these, 215 were selected based on Morgan’s table and through systematic random sampling. To gather data the organizational learning questionnaires of Watkinz and Marsik (1999) and the questionnaire of organizational performance of Farasatkhah (1384) were used. The reliability of the questionnaires were respectively 0/94 and 0/98 and their validity were confirmed by the specialists in the field. Also for analyzing data inferential statistics such as Pearson correlation coefficient, confirmatory factor analysis and structural equation modeling were used. The results showed that organizational learning influences all the non-fiscal organizational performance of the case study of the research. In fact organizational learning and the non-fiscal aspects of performance, like innovation and job motivation are interrelated categories.

The present study aimed at investigating the relationship between secure base leadership and schools’ staff happiness with mediating role of psychological safety. The method was descriptive-correlational one. The population was all of the staff (teachers and administrative staff) in Tehran public schools consisted of 373 were selected by multistage cluster sampling technique. In order to collect data, Edmondson''s psychological safety questionnaire (1999) and 2 researcher-made questionnaires of secure base leadership developed according to documents analysis of the results and interviews and happiness on the basis of Oxford (1990) have been used. Reliability of the questionnaires has been approved and the validity calculated by Cronbach''s alpha that were 0.81, 0.98 and 0.88 respectively. The result showed that there is a positive relationship between secure base leadership and psychological safety and staff happiness. The obtained experimental pattern from data analysis was fairly congruous with the conceptual model of the research.

Asymmetric distribution of knowledge and technology in globalization era, and the necessity of global interactions for universities have led them to enter into international scientific collaboration (ISC) and strategic evaluation of status quo is required for effective participation in it. Therefore, the aim of this study was to evaluate the ISC of top Iranian universities using SWOT analysis.
This was an applied descriptive survey. 432 faculty members of the top 12 universities were selected through a stratified sampling. The data-collection tool was a researcher-made questionnaire whose content validity was confirmed by experts and counterparts and its reliability was calculated using Cronbach's alpha equal to 0.816. Data analyzed through Fuzzy BWM.
The most important strengths included increasing presence of researchers at international conferences, and the existence of suitable international development platforms in universities; weaknesses included inadequacy of faculty annual grants, and university administrator's lack of knowledge about ISC; opportunities included the youthfulness of Iran's population, the lifting of some sanctions against Iran and international community's new appetence to acceptance of Iran in international academic consortia and finally important threats included the economic downturn in most countries; lack of political platform for ISC and the spread of Islam and Iran phobia around the world.
International Scientific Collaboration is required for meeting many objectives of the Iran development plans, and is strongly influenced by the specific cultural, political, religious and international conditions of Iran. Top universities must meet the international academic standards and audit the requirements of international community.

This study aims to explore the relationship between job satisfaction and organizational commitment with organizational justice in terms of the attitude of faculty members of state and Islamic Azad universities at Sistan and Blouchestan, Iran. This study is performed in a descriptive, referential and correlative method in which its study samples are faculty members of state and Islamic Azad Universities of Zabol, Zahedan and Iranshahr at Sistan and Balouchestan, Iran. Data collection tools are three questionnaires, including: Organizational Justice Questionnaire, Organizational Commitment Questionnaire& Job Satisfaction Questionnaire. The reliability of the questionnaires is as follows : Organizational justice: 93%, Organizational Commitment: 94% & Job satisfaction: 95%. To analyze data the descriptive statistics, SPSS software was used. The obtained results indicate that the status of organizational justice and its dimensions, organizational commitment and its dimensions as well as job satisfaction were in satisfactory conditions. Also, it was found that there is a significant relationship between justice and its dimensions with organizational commitment and its dimensions and job satisfaction. Among dimensions of organizational justice, procedural and distributive justice predicted organizational commitment more and intercourse, procedural and distributive justice predicted job satisfaction in a greater amount. Findings suggest that no significant difference was observed between organizational commitment and job satisfaction with organizational justice with respect to demographic characteristics (gender, type of employment, place of service, academic course and duration of service). However, there was a significant difference in the type of institution.

To modernize any society, in particular in developing countries it is necessary to focus and to be concerned with educational institutions. The quality of these institutions and their anticipation to fulfill the present and future needs of the society throughout Education, Research and Proficiency Services are important. Faculty Development is an organized, goal-directed process to achieve progression and growth of skills that enable one to contribute in a meaningful way to the advancement of the field of interest, whether educational, operational, or scientific. This Research relied on mixed method Research and has been done based on Grounded Theory approach. research participants include 17 higher education Experts including full time faculty members and granted PhD students for qualitative part and 307 faculty members in Tehran universities for quantitative part. In this research type of data generated throughout semi structured interview and questionnaire. In validating the gathered data used two methods including member checking and external audit for Qualitative part and Alpha Cronbach for quantitative part. Data Analysis: The Gathered data were analyzed using the content analysis approach using by LISREL and SPSS software. The results Indicate that 13 General Categories Paradigm Model, Including Causal Conditions, Core phenomena (Participation in Decision Making), Contextual Conditions, the Intervening Conditions, Strategies for Faculty Development (Academic Freedom, Set up the Faculty Development Center) and Outcomes Obtained that Factors Affecting the Faculty Development Process.

The present study investigated the relationship between high schools principals support and self-directed teacher professional development. Based on scientific principles and formulas to determine sample size, 118 teachers from the district 14 of Tehran practices were randomly selected. Data were gathered by two surveys, including management support and self-directed professional development. The findings showed a strong relationship between management support and self- directed high school teacher there.(r =%76).two components of Principal as Leader of a Learning Organization and Principal as Resource Provider for both 61/1 percent of the variance was explained by self-directed professional development. Also their growth is not significant in orientation collaborative learning.

Nowadays higher education institutes play a key role in improving productivity and providing occupational skills and enhance the nation’s ability to compete in a global knowledge-based economy. The existence of trust climate in these institutions is the key element for doing right the mission and the goals. This study tries to examine the most important variables that impact organizational trust (faculty trust on deans). The sample was 295 faculty members of four universities in Tehran (Iran). Data were collected through four questionnaires and structural equation modeling was used to analyze the data and test a theoretical model. The results indicate that there is a significant positive relationship between servant leadership and trust on dean. Also the results supported the positive effect of organizational justice on trust on dean. In addition, the results suggest that faculty members’ perceptions of organizational support positively influence trust on dean.

The current study aimed at investigating the effect of learning organization on the organizational performance through the mediating effect of organizational learning. The population included all the staff of National Petrochemical Corporation headquarter (N=509) out of which 215 were selected as the sample using systematic random sampling technique. A researcher-made questionnaire، Watkins &Marsick’s questionnaire، and Ferasatkhah’s questionnaire were used to collect the data related to learning organization، organizational learning، and organizational performance، respectively. The reliability of the instrumentswas 0. 96، 0. 94 and 0. 98، respectively. Additionally، the validity of the questionnaires was confirmed by the experts. The analysis of the data was conducted using both descriptive and inferential statistics (Pearson correlation coefficient and SEM mode). The results showed that learning organization indirectly impactson organizational performance through organizational learning. Also، the relationship between all aspects of learning organization and organizational learning were meaningful except in the case of individual mastery factor.

Discovery and knowledge production، education، application، integration and engagement are the major domain of university functions. In the resent years the faculty evaluation systems lead the academic activities to research and publication. The positive result of this situation is being seen in the increase of international scientific ranking of Iran. But because of necessity to considering the totality and integration of university functions، this is the main question that “Does the entire scholarship domain especially scholarship of teaching and learning are developing equally?” For response to the question this research was designed. This is a qualitative methods by review the literature، documentation and semi-structure interview with 17 experts in four discipline area including humanities، basic science، engineering and medical science. In this research scholarship of teaching and learning are divided to three levels: good teaching [teaching based on personal expertise]، scholarly teaching [based on pedagogical content knowledge] and scholarship of teaching and learning [sharing the educational knowledge]. Encoding and Categorizing was done by content analysis of interviews. The results showed that in almost of the universities، teaching and learning process are done by personal expertise and in none medical universities there isn’t enough faculty development programs to empowerment of educational profession competency. The infrastructure for scholarship of teaching and learning in medical universities was better than the non-medical. It Seems that، cultural، scientific، political and formal infrastructure are necessary for knowledge storing and knowledge sharing. refining the faculty evaluation and promotion system، organizing the education development centers and holding the educational innovation Festival can be effective role in creating an scholarship atmosphere for developing the teaching and learning، specially، in none medical universities.